xt763x83n95n https://exploreuk.uky.edu/dips/xt763x83n95n/data/mets.xml Kentucky. Department of Education. Kentucky Kentucky. Department of Education. 1948-07 bulletins English Frankford, Ky. : Dept. of Education This digital resource may be freely searched and displayed in accordance with U. S. copyright laws. Educational Bulletin (Frankfort, Ky.) Education -- Kentucky Educational Bulletin (Frankfort, Ky.), "Industrial Arts for Kentucky High Schools", vol. XVI, no. 5, July 1948 text
volumes: illustrations 23-28 cm. call numbers 17-ED83 2 and L152 .B35. Educational Bulletin (Frankfort, Ky.), "Industrial Arts for Kentucky High Schools", vol. XVI, no. 5, July 1948 1948 1948-07 2022 true xt763x83n95n section xt763x83n95n '0 Commonwealth of Kentucky 0

EDUCATIONAL BULLETIN

_
W

INDUSTRIAL AIRT’S
FOR
KENTUCKY HIGH SCHOOLS

I? .

“a I?

P. o

.5 g Published by

$5? DEPARTMENT OF EDUCATION
ﬁg BOSWELL B. HODGKIN

Superintendent of Public Instruction

%
ISSUED MONTHLY

Entered as second-class matter March 21, 1933, at the post office at
Frankfort, Kentucky, under the Act of August 24, 1912.

Vol. XVI July, 1948 No. 5

S
T
R
A
L
M
R
T
S
U
D
m

KENTUCKY HIGH SCHOOLS

Ed. Bu].—1

FOREWORD

This Handbook is designed to present approved practices in in-‘
dustrial arts teaching, supplemented with selected lists of books,
equipment, and other material. It goes without question that Ken—
tucky high schools need the type of assistance offered by this Hand-
book. Teachers of industrial arts recognize that there is need for a
more unified and coordinated curriculum in this important field of
instruction.

Grateful acknowledgment is made to the members of the com-
mittee who prepared the Handbook:

Mark Godman, State Department of Education, Chairman

L. T. Smith, Western Kentucky State College, Bowling Green
Ralph Whalin, Eastern Kentucky State College, Richmond
H. L. Oakley, Murray Kentucky State College, Murray

J. T. Mays, Morehead Kentucky State College, Morehead

I believe the contents of this bulletin represent a definite step
forward in industrial arts education in Kentucky. It is hoped that

iL‘spublieation will insure a more unified and coordinated program
of industrial arts in the high schools of the state.

BOSWELL B. HODGKIN
Superintendent of Public Instruction

Chapter I
Chapter II
Chapter III
Chapter IV
Chapter V

Chapter VI
Chapter VII
Chapter VIII

Chapter IX
Chapter X
Chapter XI
Chapter XII
Chapter XIII

Appendix:

CONTENTS

Page
Introduction .......................................................................... 405
General Industrial Arts Objectives ............................. 409
Organization and Administration .................................. 413
Planning and Equipping the School Shop _____________ ’ _______ 422
The Selection, Preparation and Presentation of
Subject Matter .............................................................. 428
Mechanical Drawing __________________________________________________________ 441
Woodworking ______________________________________________________________________ 454
Metalworking _______________________________________________________________________ 459
A. Machine Shop ................................................. . ....... 459
B. Sheet Metal ____________________________________________________________ 464
C. Foundry and Heat-Treating .............................. 465
Electrical Work ____________________________________________________________________ 472
Automotive Shop ................................................................ 475
Printing ................................................................................. 477
General Shop, Handcrafts and Home Mechanics ........ 430
Farm Shop ............................................................................ 490
A. Professional Books for Industrial Arts
Teachers .............................................................. 499
B. Selected Bibliography in Several Fields ........ 501
C. Magazines and Periodicals for Industrial
Arts Teachers and Students .......................... 510
D. Sources of Industrial Arts Supplies and 511

Equipment ..........................................................

“'1

P6
ar
ill:
tio
edi
011
“‘ll
stu

giv

eff.
St.

Ann

Chapter I
INTRODUCTION

Industrial arts is frequently referred to as a new school subject,
yet it is as old as education itself. lts form has changed markedly
from time to time and in recent years the educational value has re«
ceived much greater emphasis. Early educational history tells us of
the place of handiwork in the educational program of the monastery.
The graphic arts, stone cutting, carving and forging were common
mechanical activities among the monks. The other and somewhat later
form of technical training was through apprenticeship in the crafts.
The chief educational agency for the middle class youth up to the
nineteenth century was apprenticeship and only about the time of the
Industrial Revolution did the public school seriously enter the field
of technical training.

The earliest record of a publication dealing with handwork was
by Joseph )onon, January 1, 1677. This treatise dealt with the vari-
ous forms of smithing, joinery, carpentry, and turning. In 1697 John
Locke became the chief exponent of the idea that education should
fit a boy for practical life. Jean Jacques Rousseau advocated “learn-
ing by doing” and recognized hand training as a means of mental
training. While many of the lesser educational leaders of the six-

-teenth and seventeenth centuries experimented with teaching hand-

work in one form or another with objectives ranging from trade or
vocational training to a means of recreation, certainly John Henry
Pestalozzi was the outstanding leader of all in teaching the practical
arts as a part. of every child’s educational career. His thoughts as to
‘Elle manipulative subjects are well presented in the following quota-
tlon: “And I am more than ever convinced that as soon as we have
educational establishments combined with workshops, and conducted
on .3 ml]? psychological basis, a generation will necessarily be formed
which, on the one hand, Will show us by experience that our present
Studies do not require one-tenth part of the time or trouble we now
Ewe to them.”1 .

. In our own public schools the influence of Calvin M. Woodward’s
efforts toward the establishment of a manual training program at
St. Louis, and Dr. John D. Runkl’s effort in Boston about 1877 were

lRoger
Appleton &DC%?“118§%1.35. Pestalozzl—Hls Life and Work, P. 169. New York: D.

405

. . . n . ,;_~ 2...» . <.v;—__..(—- . f we; 4,—v :-

important factors. In 1879 the Manual Training High School move-
ment started and in many cities throughout the nation a new type
of educational program sprang up with practical arts as the core and
by 1905 there were schools of this type operating in Chicago, Omaha,
Louisville, Cincinnati, St. Paul, and many other cities. The program
soon expanded to the elementary schools and with the inauguration
of the junior high school in recent years, developed to a much greater
degree. \Ve find a very definite trend in the direction of an explora-
tory program on the junior high school level and a specific vocational
or prevocational training program in the senior high school. Work in
the field of industrial arts on the secondary school level will con-
tribute greatly to the pupil’s preparation for college entrance, par-
ticularly in many technical fields such as engineering. In 1940 only
30% of the white high school graduates and 19% of the colored high
school graduates in Kentucky enrolled in college. Therefore, it would
seem to be our responsibility to provide the rest with some definite
training which Will enable them to better fit into the vocational fields
of their choice.

Society as we know it today is fundamentally industrial. The
advent of more and more girls and women into the heavy industries,
their capacities for meticulous accuracy in fields that require highly
skilled performance, their qualities of endurance and quick adapta-
bility prove to us that a complete revolution of ideas concerning the
specific fields of work for men and women is definitely taking place.
The public school authorities will do well to make provisions for a
wider and more varied program of industrial education for both boys
and girls. The industrial shops should now be opened to girls as well
as boys.

Trade schools may offer courses to girls in drafting, sheet metaL
machine shop, automotive mechanics, aeronautics, printing, and
woodwork. Some thought should be given to the preparation of voca-
tional rehabilitation courses for men who are in need of retraining
as a result of their war experiences. These courses could be planned
for employees in those fields of the light industries which do not 1'8-
quire a great amount of physical strength and stamina. Thousands
of these wounded men, whose normal strength and endurance have
been destroyed by the ravages of war need a type of training during'
the POSt-War period to rehabilitate them and enable them to become
self-sustaining. An enlarged and specific industrial ed11cation pI‘O'
gram through the public schools will be the solution of this important
problem.

Technical training will be of great value to all young PeoPIe
whether their normal life work is in an industrial pursuit 01' 110t~

406

(-0:
tw

an
all

the

01 move-
iew type
core and
, Omaha,
program
.guration
1 greater
explora-
ocational
Work in
will con
nce, par-
.940 only
)red high
it would
a definite
nal fields

ial. The
1dustries,
re highly
r adapta-
rning the
lug place.
ms for a
both boys
15 as well

3et metal,
ing, and
L of voca-
'etraining
5 planned
to not 1‘9-
‘housands
.nce have
Lg during
0 become
tion Pr°'
mportaut

lg people
t or 110t’

There is probably no classroom activity which has a greater appeal
to the average child or a more far-reaching effect on his adult ex-
periences than does his shop training.

Deﬁnition of Industrial Arts Education

Teachers are urged to keep clearly in mind the fundamental dif—
ference between industrial arts education and vocational education.
Although both of these phases of education deal with the broad gen-
eral field of industry, the aims and the methods of instruction are
entirely different in each case. It is a serious error for one to claim
that industrial arts education serves the same function as vocational
education. It does not and was never intended to do so. One may as
truly claim that the study of hygiene, or general science prepares a
pupil for the practice of medicine as to claim that the study of in-
dustrial arts prepares him for industry. A clear definition of the two
phases of industrial education is found in the following quotation:

“Industrial arts is a phase of general education designed to de-
velop certain habits, attitudes, and abilities desirable for all citizens
of an industrial civilization regardless of their vocations. It should
not be confused with vocational education, which is designed to train
prospective and employed workers for proficiency in vocations.

“Industrial arts is concerned with providing experiences for
pupils which will aid them in understanding the industrial factors in
their environment, in developing interest in modern industry, in find-
mg. desirable means of expressing their natural urge for constructive
activity. and in developing good habits of attacking problems. Voca-
tional education on the other hand, is concerned with specific train-

mg. of youth and adults who have definitely chosen an occupation as
their means of livelihood.”2

In The preparation of the program presented in this bulletin, the
committee has endeavored to observe this differentiation between the
two .major areas of industrial education—industrial arts and
Vecational-industrial education. This material is presented with the
aim of assisting teachers to a better understanding of industrial arts

and of providing suggestions for the improvement 0f inStrUCtion in
the schools of Kentucky.

.The purpose of this bulletin is to assist the industrial arts teach—
ers in Kentucky to plan their program with the assurance that they
are conforming to a more or less standardized practice and thus en-
courage the standardization of the specific learning and doing units
in the various industrial art activities. No effort is being made to

QMOM‘OE. W’. S. Enc

Millan Co., New Y :UClopedia. of Educational Research. P. 602. The Mac—

ork, 1941

407'

limit the scope of work offered in any community and the individual
school should go as far beyond the minimum proposals of this bulletin
as time and equipment will permit. The material contained herein
should be helpful in measuring the quantity and quality of any of the
twelve shop activities for which standards have been set. up. It is
hoped that in the future, standards of attainment may be included
for a number of other activities as the need arises. The material
herein is not meant to supplant the usual course of study or shop
curriculum but is solely for the purpose of enabling each of us who
is interested in doing a more effective job of teaching young boys
and girls technical procedures, to do a more adequate and effective
piece of work with the knowledge that we are conforming to a more
or less standard practice.

idual

lletin
,erein
ﬁtth'e Chapter II
is
luded GENERAL INDUSTRIAL ARTS OBJECTIVES
,terial
shop 1. To develop in each pupil an appreciation of good workmanship
and good design which will enable him to enjoy a finer culture
3 who as regards materials in an involved technological society.
' boys 2. To develop in each pupil elementary skills in the use of the
‘ective more common tools and machines in modifying and handling
more materials, and an understanding of some of the more common

construction problems.

3. To develop in each pupil an active interest in industrial life and
in the methods of production and distribution.

4. To develop in each pupil the following habits:

A. The habit of an orderly method of procedure in the per-
formance of any task.

B. The habit of careful, thoughtful work Without loitering or
wasting time.

C. The habit of self-discipline which requires one to do a thing
when it should be done, Whether it is a pleasant task or not.

D. Habits of safety and health.

5. To develop in each pupil the ability to select wisely, care for,
and use properly the things he buys or uses.

6. To toughen the fibre of each pupil through the necessity of
completing difficult tasks, thus developing desirable social
attitudes and a civic-mindedness.

7. To discover aptitudes and develop interests that have signifi-
cance in life work.

Industrial Arts in Relation to the Seven Cardinal
Principles of Secondary Education

H calf/1. “The first statement, taken from the original seven and
adapted to this field, would indicate that through industrial arts the
pUpil Should: (1) become better acquainted with health needs; (2)
acquire better health habits; (3) be more intelligent about cleanliness
and sanitation around the home; (4) learn how to conserve and gain
strength and muscular control through manual activities; (5) become
familiar with occupational dangers and health hazards; (6) learn
occupational safety precautions; and (7) take account of personal
health possibilities in the selection and pursuit of a vocation.

Fundamental Processes. “The second cardinal principle has to
do With acquiring familiarity with the processes which have come to
be recognized as fundamental in the school system. While education

409

and training in these processes is carried on to a considerable degree
by means of other school subjects, still there is strong evidence that
industrial arts is also a contributing factor, in that it offers: (1) in-
numerable situations for the application of these processes; (2) op-
portunities for more firmly fixing them by means of tangible re-
lationships, particularly in arithmetical computations; (3) a neces-
sary stimulus to many pupils not otherwise attracted to abstract
fundamentals; and (4) an insight into the fundamentals in actual
life outside the school. In this connection, then, industrial arts is
thought of as presenting a sort of laboratory in the school where
many of the fundamentals may be tried out with much the same
application as will be required in later life.

Wort/Ly acid Econmmc Home Membership. “The statement of
this third principle is simply a reminder of an essential feature of
education that has always been recognized, and toward which every
subject of school work has aimed to contribute, either directly or in-
directly. Industrial arts has always had its share in such a contribu-
tion, and the general statement still strongly supports the belief that
such work should materially assist the pupil to: (1) recognize quality,
appropriateness, and value in industrial products of use in or about
the home; (2) properly care for industrial products within one’s
possession in order to retain the fullest measure of serviceability,
particularly (a) keeping in repair the common features of the
modern home; (3) appreciate the skill and labor required to establish
and maintain a home; and (4) develop ability and resourcefulness
which will function in the accomplishment of each. It is perhaps a
simpler matter to comprehend the function of industrial arts in these
connections than in some of the others.

V coat/ion. “The mention of vocational values in connection with
intermediate industrial arts always opens the way for some one to
jump to the conclusion that it is vocational training. Such is not the
case, however, for it appears that vocational values have been in-
cluded in the seven principles underlying all secondary education.
According to the theory contained therein, industrial arts should
result in: (1) appreciation of the significance of vocations t0 the
community; (2) some conception of desirable relationships between
vocational groups; (3) the discovery of one ’s interests and probabb’
capabilities by means of experiences in typical manipulative activities;
(4) subsequent vocational selection as a result of which the individual
may prepare for and enter the vocation which will best enable him to
“(a) secure a livelihood for himself and those dependent on him,
(b) serve society through his vocation, (c) maintain right relation-

410

a degree
ice that
(1) in-
(2> op-
‘ible re-
a neces-
abstract
1 actual
arts is
‘l where
1e same

ment of
ature of
:11 every
,y or in-
:ontribu-
lief that
quality,
or about
in one’s
zeability,

of the
establish
3efulness
erhaps a
in these

;ion with
e one to
s not the
been in-
iucation.
5 should
.5 to the
between
probably
ctivitieS;
[dividual
le him to
on him,
relation-

ships toward his fellow workers, and (d) as far as possible find in
that vocation his own best development”; and (5) the acquisition of
skills and abilities practically and technically correct, which may
serve as a foundation for later vocational training. This is a rather
long-drawn—out and formidable list of vocational values, but it should
be noted it does not suggest vocational training itself.

('z'vic and Social Education. “In the accomplishment of civic and
social objectives industrial arts can probably make as much of a
general claim as any of the other subjects of the curriculum, but not
as specific claims as the subjects which are in the school solely for
that purpose. Toward that end the principles set up would support
the assumption that industrial arts should help to: (1) develop
loyalty to ideals of civic righteousness as a fundamental element in
all work; (2) establish habits of cordial cooperation in social under-
takings, by means of group and community undertakings which in-
volve individual contribution to the general good; and (3) realize
right relationships between various vocational groups and other
groups of society.

Leisure and Recreation. “The sixth principle upon which are
based the fundamental objectives for secondary education has to do
with another phase of life with which school work is likely to have an
indefinite relationship unless specifically provided for. There is
perhaps a stronger possibility for a definite tie-up with industrial
arts than with many other subjects. The original statement of the
principle included ( 1) Foster in each individual one or more special
aroc-ational interests.

“Industrial arts offers opportunity for such fostering in: (a)
manipulative activities, (b) experiment, (c) special readings, (d)
observation, and (e) enjoyment of the products and performances of
others. In addition, toward the further realization of this principle
as an objective, industrial arts may: (2) develop a love for that
which is beautiful; and (3) promote a desire for that which is artistic,
appropriate, and harmonious in one ’s surroundings. There is a broad
and varied field here, the opportunities of which are sometimes dis-
regarded by the teacher whose attention is too closely confined to
technical or routine details.

Ethical Character. “The final principle mentioned as a desirable
feature of all education has to do with the development of ethical
character. It is probably true that all teachers will admit this is a.
fundamental objective to be desired in the lives of the pupils as a
result of their work. Part of the original statement of this principle
Sllgg‘ested the development of valuable personal traits. More specif-

411

ically, industrial arts may contribute toward the development of
character in such traits as: (1) habits of industry; (2) responsibility
for a task; and (8) ethical integrity of the worker as shown in the
finished product. This principle of education, in connection with
any of the subjects of school work furnishes excellent beginnings for
varied flights of thought and expression, but causes some difficulty
when it comes to specific application of proof.”1

1 Dee. M. Schweickard—Industrial Arts in Education

412

Ill
11:

ment of
.nsibility
n in the
ion with
iings for
.ifficulty

Chapter III
ORGANIZATION AND ADMINISTRATION

IMPORTANCE. Industrial arts embraces multiple problems of
organization and administration that are seldom found in the aca-
demic subject. New problems are arising constantly and programs
are continually undergoing change to keep pace with the times. The
importance of administration is well stated in a bulletin from the
Office of Education:

Because of its dynamic nature, its development in a school system
should be the responsibility of some individual with a sound educa-
tional background, a familiarity with modern industrial practices
and developments, a philosophy of life broad enough to interpret
the present social order, and an ability to present the case of indus-
trial arts whenever an education program is under consideration.‘

How the problems of administration are met will vary with the
many types of school systems. In small schools the responsibility will
naturally lie with the industrial arts teacher. It will then behoove
the school administrator to choose a teacher who is capable of achieving
the desired results. In large systems, the Supervisor will assume ad-

ministrative control working directly with or under the superintendent
or his assistant.

TEACHER QUALIFICATIONS. Great stress must be placed
on the importance of the teacher in carrying out these necessary
administrative duties. Certain qualiﬁcations are desirable if the
industrial arts teacher is to meet the many problems of administra-
tion, instruction, supervision, and the like.

Certainly he must possess an educational background and per-
sonality comparable to other teachers in the system. He should demon-
Strate ability to teach and manifest a genuine interest in youth. In
addition to these, the Missouri Industrial Arts Handbook states the
fOHO‘Ving as being necessary special qualiﬁcations:

1. A genuine interest in things mechanical.

2. Good muscular coordination and a wholesome attitude toward
phys1ca1 labor.

3. Expert craftsmanship in at least one major industrial arts area,

and proﬁmency in several others.
Um‘t'e'éndsustrial Arts—Its Interpretation in American Schools”, Bulletin No. 34,
. 19Ewes Department of the Interior, Office of Education, Washington,

413

4. A wide range of information concerning tools, materials, proc-
esses, products, and problems of occupational life in industry.

5. Ability to distinguish between poor design and good design in
industrial projects, and to design shop projects which are
structurally sound and aesthetically pleasing.

6. A sense of neatness and orderliness with respect to shop house-
keeping.3

TYPES OF SHOPS. Three distinct types of industrial arts
s110ps are now in operation. They are: (1) the composite general
shop; (2) the general shop in a major area; (3) the unit shop. The
composite general shop provides pupils experiences in a number of
different industrial activities carried 011 simultaneously in one room
under the direction of one teacher. The general shop in a major area
is one in which the subject experiences are conﬁned to one ﬁeld of
industry, such as woodwork, metalwork, etc. This shop provides a
general training on a rather broad basis in one field. The unit shop
is conﬁned to a single phase of one ﬁeld of industry, such as cabinet-
making or carpentry in the woodworking ﬁeld, typesetting or press
work in the printing industry. This type of shop is usually found ill
the trade schools. It is too limited in its scope for satisfactory use in
an industrial arts program.

TIME ALLOTMENT AND CREDIT. Considerable variation
exists in the amount of time given to industrial arts in the public
schools of Kentucky. Time allotments range from one to ten fort)"
ﬁve minute periods per week, with some schools offering ﬁve sixt)"
minute periods. The State Curriculum Committee urges the adoption
of ﬁve standard periods per week as the standard for the industrial
arts program.

Schools not now using the sixty—minute period may ﬁnd it rather
difﬁcult to conform to this recommendation. Until such administrative
changes can be made so as to make possible this type of organization,
it is suggested that the Shorter periods be doubled even if it neces-
sitates the offering of the various courses on alternate days. The time
saved in daily periods allotted for roll call, announcements, clean up,
tool check, etc, will offset a great deal of the loss of time due to less
frequent periods.

Colleges and universities vary so widely in their requirements in
the matter of credits that it would be practically impossible to deter—
mine what speciﬁc credit should be given for any course in industrial
arts that would meet the requirements of all institutions of higher
learning. This committee urgently recommends that industrial arts

9"Industrial Arts Handbook”, Bulletin 78, Secondary School Series, State
Dept. of Education. Jefferson City, M0,, 1945.

414

m
tt
st

W
of

in
al
a r
its
to
ru

in
sci

p0
ex
in:
511

am
ma
of .
Tea

s, proc-
stry.

asign in
ich are

, house-

ial arts
general
ip, The
nber of
re room
ior area
ﬁeld of
wides a,
1it shop
cabinet-
r press
ound in
V use in

'ariation
3 public
n forty-
,e Sixty-
tdoption
ldustrial

it rather
istrative
nizationy
it neces-
[‘he time
:1ean up,
.e to less

ments in
to deter-
1dustria1
if higher
rial 2211‘ts

'ieS, state

he placed upon the same credit basis as other school subjects. This
recommendation is made as a result of an investigation of trends in
other states.

SIZE OF CLASSES. Great confusion exists regarding the
number of pupils to be enrolled in any one class. This confusion is
the result of the variances in shop space, equipment and pupil work
stations provided. These variances exist not only in different com-
munities but sometimes between shops within the same building.
Wherever shop facilities are inadequate to accommodate the number
of pupils scheduled for academic classes, one safe rule to follow is
this: “The number of pupils in any industrial arts shop should never
exceed the number of work stations provided.”

A minimum of ﬁfty square feet of floor space should be provided
in the workshop for each pupil. This space is to include the areas
allotted for tools, library, ﬁnishing and storage rooms, supply cabinet
and other auxiliary rooms attendant thereto. This speciﬁcation in
itself should provide a basis for determining the number of pupils
to be accommodated, This need not be considered as a hard and fast

F1116, but may well serve as a suggestion for the planning of future
shops.

COSTS. The cost factor is probably the greatest clement affect-
ing the development of industrial arts in the smaller and poorer
school districts.

Some of the fears of administrators concerning the cost of sup-
porting a program are unfounded, since it has been discovered that,
excluding the initial expense for equipment, the per-pupil cost of
Instruction is only twenty per cent above the average of academic
subJects. Summary of a recent survey reveals the following:

1. The general impression that industrial arts is an expensive sub-

Ject is unjustiﬁed in View of the ﬁndings of such cost studies as
have been made.

2. The cost. of industrial arts depends chieﬂy upon the local
organization, enrollment, salaries, and other factors that are
merely phases of the local situation. The cost of industrial arts
educatlon does not vary from other subjects as the result of

SHOP ORGANIZATION. Modern industrial arts laboratories
shops involving the use of tool and supply items, industrial
machines and auxiliary equipment of various types, present problems
:f 01”gamzation and supervision not present in earlier days. Increased
eacher—pupﬂ loads have added to the complexity of these problems.

415

and

In order to cope with this problem, industrial arts teachers have
been compelled to develop a student personnel organization whereby
students, under the direction of selected leaders, are assigned a con-
siderable portion of routine duties, allowing the instructor more time
to devote to instruction. At certain intervals the assignments should
be shifted so that all students will have an Opportunity to assume
positions of responsibility and leadership. This plan has proven its
worth educationally to students and has been so successful in relieving
the teacher of numerous duties that it is now considered a vital phase
of efﬁcient school shop management.

The type of personnel organization to be employed will vary
somewhat in different types of school shops. The personality of the
teacher, size and nature of classes, number of activities engaged, and
kind and arrangement of equipment must be considered.

The number of student officers selected and their duties will
depend upon the type and size of shop, as well as the character and
number of students in classes. The following list of officers. along
with the duties, of each, may be helpful to industrial arts teachers in
organizing student personnel program:

1. Shop Superintendent

A. Responsible for the overall operation of the student per-
sonnel program.

Supervises assistants and reports any discrepancies to the
teacher.

Calls class to attention when directed.

Gives signal for clean—up at end of period.
Inspects all stations and reports to teacher.
Trains his successor before being relieved.

ssistant Shop Superintendent
. Assists the superintendent in every way possible.

. Assumes full responsibility when the superintendent 15
absent.

. Familiarizes himself with all the duties and responsibilitieS
of the superintendent.

. Succeeds the superintendent when shifts are made.

N
U 0 wa>r>t=1F4DO Pd

3. Shop Secretary
A. Checks class roll and records absences and tardiness.
B. Checks absence excuse slips.
C. Checks shop records.
D. Checks bulletin board, reference materials, etc.

4. Tool Foreman ,
A. Checks out tools to students.

B. Checks in tools and reports those missmg or needing
attention.

C. Responsible for condition of tool room and/or t001 cabinets

416

ars have 5. Stock Foreman

Vhel‘ebv A. Issues stock to students as needed.
V ' B. Assists students in selecting stock wisely and economically.
1 a 9011' C. Keeps a running inventory of stock.
)1‘9 time D. Reports when low limits are reached.
i should E. Responsible for the condition of stock storage.
assume 6. Safety Engineer
oven its A. Familiarizes himself with safety rules and practices